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Francis J McGrath Elementary
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2019 Official Accountability Report - Francis J McGrath Elementary
Organization Information
DISTRICT NAME
Worcester (03480000)		TITLE I STATUS
Title I School
SCHOOL
Francis J McGrath Elementary (03480177)		GRADES SERVED
K,01,02,03,04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
65% - Substantial progress toward targets33

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage99%43%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		65%
Substantial progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator All students
(Non-high school grades)		 Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-24-
Mathematics achievement04-44-
Science achievement04----
Achievement total01260.06867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6820.06822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total0410.0---
Additional indicatorsChronic absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total1.29.6-5.57.6-
Percentage of possible points 13%-72%-
Criterion-referenced target percentage43%

2018 Points awarded

2018 Progress toward improvement targets
Indicator All students
(Non-high school grades)		 Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-44-
Mathematics achievement44-44-
Science achievement44----
Achievement total121260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-34-
Growth total8820.07822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total4410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total9.69.6-7.47.6-
Percentage of possible points 100%-97%-
Criterion-referenced target percentage99%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage100%18%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		51%
Substantial progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.47.6-
Percentage of possible points 18%-
2019 Annual criterion-referenced target percentage18%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth44-
Mathematics growth44-
Growth total8822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total7.67.6-
Percentage of possible points 100%-
2018 Annual criterion-referenced target percentage100%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
44

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 496.2 494.5 -1.7 497.2 1050Declined
Lowest Performing 474.3 476.9 2.6 479.4 212Improved Below Target
High needs 493.1 490.6 -2.5 494.5 850Declined
Econ. Disadvantaged 492.1 488.8 -3.3 493.1 680Declined
EL and Former EL 493.6 488.5 -5.1 494.6 490Declined
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 18--
Hispanic/Latino 494.4 488.0 -6.4 495.5 300Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 496.7 495.0 -1.7 498.0 480Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 491.7 486.9 -4.8 493.3 1050Declined
Lowest Performing 468.2 473.8 5.6 471.9 214Exceeded Target
High needs 488.9 484.1 -4.8 490.4 850Declined
Econ. Disadvantaged 486.7 481.7 -5.0 487.8 680Declined
EL and Former EL 488.9 482.3 -6.6 490.8 490Declined
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 18--
Hispanic/Latino 489.1 478.8 -10.3 490.5 300Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 492.9 488.0 -4.9 494.4 480Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 64.6 58.0 -6.6 67.3 250Declined
Lowest Performing-------
High needs---- 22--
Econ. Disadvantaged---- 19--
EL and Former EL---- 16--
Students w/ disabilities---- 5--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 15--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 56.0 713Typical Growth - High
Lowest Performing 55.0 213Typical Growth - High
High needs 55.3 563Typical Growth - High
Econ. Disadvantaged 53.8 503Typical Growth - High
EL and Former EL 56.8 323Typical Growth - High
Students w/ disabilities- 10--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 10--
Hispanic/Latino 53.1 213Typical Growth - High
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 54.2 333Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.2 743Typical Growth - High
Lowest Performing 50.4 213Typical Growth - High
High needs 50.2 583Typical Growth - High
Econ. Disadvantaged 49.3 502Typical Growth - Low
EL and Former EL 46.5 332Typical Growth - Low
Students w/ disabilities- 11--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 10--
Hispanic/Latino 48.9 212Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 43.9 362Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 69.1 57.4 -11.7 74.5 470Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 69.1 57.4 -11.7 74.5 470Declined
Students w/ disabilities-------
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

Chronic absenteeism - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 5.5 6.4 0.9 4.0 2040Declined
Lowest Performing 9.5 9.5 0.0 4.9 211No Change
High needs 6.7 7.9 1.2 4.3 1650Declined
Econ. Disadvantaged 6.9 9.0 2.1 3.7 1220Declined
EL and Former EL 6.5 6.1 -0.4 3.0 992Improved Below Target
Students w/ disabilities---- 26--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 38--
Hispanic/Latino 7.6 10.8 3.2 3.4 650Declined
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 6.8 5.3 -1.5 5.0 753Met Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 121 12099Yes 1 122 12199Yes 1 30 30100Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 98 98 99 99 26 26 223 223100Yes1
Econ. Disadvantaged 78 78 79 79 22 22 179 179100Yes1
EL and Former EL 59 59 59 59 18 18 136 136100Yes1
Students w/ disabilities 18 18 18 18 5 5 41----
Amer. Ind. or Alaska Nat.-----------
Asian 1 1 1 1-- 2----
Afr. Amer./Black 20 20 21 21 1 1 42 42100Yes1
Hispanic/Latino 37 37 37 37 11 11 85 85100Yes1
Multi-race, Non-Hisp./Lat. 10 10 10 10 1 1 21----
Nat. Haw. or Pacif. Isl.-----------
White 53 52 53 52 17 17 123 12198Yes1


About this Report

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a cumulative criterion-referenced target percentage of 75% or higher.

The annual criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

Accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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